Career Programming 9 12
- 1. Transition Should Drive the IEP Vocational Assessment-3 Levels of Intensity Level 1 Assessments given to SWD prior to 14 years of age Level 2 Assessment conducted for purpose of IEP goals/Obj. -aptitude and interest tests, surveys Level 3 Assessment focuses on vocational outcomes -work samples, situations, authentic assessments Support for Transition Services Carl D Perkins Vocational and Applied Technology Education Act Other Important Legislative Guidelines for Establishing Transition Services 1. Transition Planning and programming should begin no later than a student’s 1st year in high school (no later than 14) 2. The assessment aspect of transition planning and programming may begin before the first year of high school. 3. Vocational assessment becomes critical to the transition process as the student prepares for post secondary adjustment. Self-Determination and Self-Advocacy Transition assessment is on going and focuses on the needs, preferences, and interests of the individual as they relate to current and future working, educational, living, personal, and social environments. The data serve as a thread that forms the basis for define goals and objectives in the IEP. Whatever assessments are used, we should focus on student choice, self-determination, collaborative processes, and future-oriented decision making. See page 464-Overview of transition planning that remains with student throughout high school years. Informal Procedures • interest inventories, aptitudes, career preferences, developing programs • Work Samples to determine current level of proficiency Prevocational Aptitude Rating Scale • Curriculum Based Vocational Assessment Evaluate vocational and related skills embedded with content and courses 1
- 2. Allows for assessing and planning within a variety of settings Classroom Instruction-employment related skills taught in high school Community Based Experiences-focus on skill development and work experiences Levels of Data Collection Assessed Grades Readiness and Awareness Skills Exploratory Classes Jr. High Vocational Coursework Performance in Classes High School Work Related Behaviors Actual Job placements High School Generalized Vocational Outcomes Specific Skill in Actual Job Placements • Direct Observation and Ecological Assessment Job Matching Job Site Analysis Student Repertoire Inventory • Portfolio Assessment To construct a record over time of content and skills learned, job experiences, and evaluation of progress • Outcomes Assessment To evaluate both individual vocational/educational outcomes and overall program Effectiveness Questions Who in your building can assist you in this area? How is this addressed in your building? IEP Goals and Transition-Examples of how it may be addressed in the IEP 2